Adult Undergraduate Students: Patterns of Learning Involvement. Final Research Report.

Autor/inn/en	Kasworm, Carol E.; Blowers, Sally S.
Institution	Tennessee Univ., Knoxville. Coll. of Education.
Titel	Adult Undergraduate Students: Patterns of Learning Involvement. Final Research Report.
Quelle	(1994), (360 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Adult Students; Colleges; Educational Environment; Educational Research; Employment; Family Influence; Higher Education; Student Attitudes; Student Participation; Student Role; Undergraduate Students; Undergraduate Study; Universities + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; College; Hochschule; Fachhochschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Dienstverhältnis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Grundstudium; University; Universität
Abstract	A research study examined the complex roles of adult life in relation to the student role, the nature of adult undergraduate engagement in learning, and adult perceptions of involvement. Adult students were interviewed in three types of institutions: 38 at two liberal arts colleges, 29 at two community colleges, and 23 at two public universities. The entry and socialization of adults into undergraduate student roles was a complex phenomenon that varied for five groups: new entrants, reentrants with significant gaps in previous enrollment, reentrants in competitive colleges, reentrants in colleges similar to previous enrollment, and reentrants in unique adult degree programs. Their beliefs and actions about the student role were based on past educational and personal histories. Their beliefs about college learning and its relationship to other adult roles also varied, suggesting that no single organizational actions will influence learning for all adults. Their perspectives on student involvement were influenced by the following: value of the program/institution, desire for high quality education, the quality of academic learning, the support environment, and concerns about financial access. The student role had complex interactions with family, work, and community roles; family support was a critical component in student participation. Implications for research and for adult and higher education practice centered around three concepts: the adult as student learner; adult images of student involvement; and the adult undergraduate as family member, worker, and citizen. (Appendixes present each of the six institutional research sites as a case study, and include survey instruments and correspondence. Contains 87 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01